Notes For Research Articles By Professors And Students

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Identify the core research articles and understand their methodologies and findings by analyzing the given excerpts. Focus on the research purpose, data collection methods, and significant results. This exercise aims to enhance your ability to interpret academic research, discern key components, and synthesize information effectively for academic writing.

Paper For Above instruction

The task involves analyzing four research articles related to anxiety and academic performance among medical students. For each article, you should identify and highlight the methodology used for data collection and summarize the key findings. These steps include extracting the relevant methodological description and findings sections, highlighting specific sentences that illustrate the research approach and outcomes, and synthesizing these insights into a coherent academic discussion. The articles employ various research methods like cross-sectional studies and systematic reviews, and their findings explore the prevalence, determinants, and effects of anxiety on academic performance across different contexts. Understanding these methodologies and results will deepen your comprehension of research design, data analysis, and interpretation within the educational psychology and medical education fields.

Analysis of Research Articles

Research Article 1: Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia

Methodology: The article uses cross-sectional study methodology. “This was an institutional-based cross-sectional study conducted from May to May 2018 at Addis Ababa University (AAU). Of 1650 medical students, 390 of them were randomly selected and completed the required questionnaires. All undergraduate medical students were eligible to participate in the current study.

Findings: The findings indicated that more than half of the medical students had problematic test anxiety (52.30%). “This prevalence is consistent with the reported magnitude of test anxiety from Saudi Arabia (53%), the USA (55%), and Turkey (48%) (Tsegay et al., 2019). Higher-grade scores were associated with increased odds of developing test anxiety among medical students,” and “the odds of developing test anxiety was 7.0 times higher among first-year students compared to fifth-year students,” suggesting initial academic stress plays a significant role.

Research Article 2: Psychological and other Correlates of Academic Performance in Medical Students at a Tertiary Care Hospital

Methodology: The study applied cross-sectional design. “A cross-sectional study was conducted at All India Institute of Medical Science, Rishikesh, Uttarakhand, India, for 1 year among the undergraduate medical students from 2016 to 2020 academic year” (Semwal et al., 2022).

Findings: The outcomes showed little correlation between anxiety and influence on academic performance. “The result indicates that there was no statistically significant association between the anxiety trait and academic performance,” and other studies cited varied results, with some finding correlations between personality traits like emotional stability and academic achievement, while others found no significant links (Semwal et al., 2022).

Research Article 3: A Review on the Effect of Anxiety on Academic Performance in Medical and Paramedical Students

Methodology: The study used systematic review. “In this review, the data were gathered using keywords and phrases related to anxiety, academic performance, medical and paramedical students, in databases such as PubMed, Google Scholar, Embase, and SID from 1990 to 2021” (Shooraj & Mahdavi, 2021).

Findings: The findings indicated that various factors related to the context, age, marital status, native background, and educational level influence student performance. “The results credited several factors, including the context of study, student age, marital status, and native vs non-native learners, which can affect educational outcomes in medical and paramedical students” (Shooraj & Mahdavi, 2021).

Research Article 4: The impact of anxiety and depression on academic performance

Methodology: The methodology involved cross-sectional study. “A cross-sectional study was conducted among medical students in Syria to evaluate the impact of anxiety and depression on the NMUE score,” involving students preparing for the NMUE exam in 2019 (Jamil et al., 2022).

Findings: The results demonstrated that anxiety and depression negatively influenced the test scores of medical students. “A simple correlation showed that both anxiety and depression correlated negatively with the NMUE score,” but this relationship was not significant after controlling for other variables, with CGPA explaining most of the variance (Jamil et al., 2022).

References

• Jamil, H., Alakkari, M., Al-Mahini, M. S., Alsayid, M., & Al Jandali, O. (2022). The impact of anxiety and depression on academic performance: a cross-sectional study among medical students in Syria. Avicenna Journal of Medicine, 12(3). https://doi.org/10.1055/s-
• Semwal, P., Kumari, R., Rawat, V. S., Aravindan, N., & Dhankar, A. (2022). Psychological and other Correlates of Academic Performance in Medical Students at a Tertiary Care Hospital: A Cross-Sectional Study. Indian Journal of Community Medicine, 47(3). https://doi.org/10.4103/ijcm.ijcm_1067_21
• Shooraj, M., & Mahdavi, S. (2021). A Review on the Effect of Anxiety on Academic Performance in Medical and Paramedical Students. Tabari Biomedical Student Research Journal.
• Tsegay, L., Shumet, S., Damene, W., Gebreegziabhier, G., & Ayano, G. (2019). Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia. BMC Medical Education, 19, 1-10.